The evaluation of the prepared lesson plan

The evaluation of the prepared lesson plan

These consist of brief descriptions in note form of key events that occurred throughout the lesson. They can provide a summary of the lesson as a whole, or can be time-based (e.g., every five minutes). For example:

8:30 - Class begins.

8:33 - Teacher writes instructions for class on board as students turn on computers.

8:35 - Teacher gives oral instructions for online reading task.

8:40 - Students engage in online reading task with computers.

8:45 - Silence - reading comprehension ensues, 8:50 - Silence

8:55 - Teacher checks with a student about why he's not reading and circulates to see how other students are doing.

9:00 - Silence continues as students read. ,

9:04 - Students finished with online reading task look up at teacher.

9:05 - Teacher takes up answers for the online reading task students were working on.

9:08 - Teacher tells students to go back to computers to do scanning practice.

9:09 - Teacher assists one student to get online and understand scanning.

9:13 - Teacher helps student scan and then tell? ‘Whole class what they should be doing when "scanning" and focusing on key words.

9:17 - Teacher circulates room and helps individual students while reading on their computers.

9:20 - Teacher concludes class.

Narrative summary

A narrative summary is a written summary of the lesson that tries to capture the main things that happened during the course of it, such as how the lesson opened, the sequence of activities that occurred, how. the teacher introduced each activity, and so on. The account should contain as much information as possible but should not contain any evaluation -of the lesson. Here is an example:

The teacher initiated the peer-response session of the writing cycle and started the class by asking the students to move into groups to answer questions on peer-response handouts. The students were asked: to fill, out these handouts to answer questions about their peer's composition. 'The students sat in groups of four, read compositions and then wrote at length on the handouts. Next, they exchanged the peer-response handouts and talked to each other mostly in Mandarin for the remainder of the class. The class ended and all left the room.